Slide 1

1

Slide 2

What are key reading strategies ? How are students who have them different from students who do not have them? How can these strategies help struggling students? How can I target the automatic application of these strategies in my teaching practice? 2

Slide 3

I understand what reading strategies are and can explain their relationship to the Kentucky Cognitive Literacy intervention model. I am able to target the development of these strategies in unit and lesson planning. 3

Slide 4

4 It must be remembered that the purpose of education is not to fill the minds of students with facts, it is not to reform them, or amuse them, or to make them expert technicians in any field. It is to teach them to think, if that is possible, and always to think for themselves. -- Robert Hutchins

Slide 5

Metacognition 5

Slide 6

6 What if... - you were stuck in traffic in a town you dont know well? - your babysitter canceled at the last minute? - your boss volunteered you to complete a task you detest?

Slide 7

These strategies are Consistently under-taught Rarely benchmarked Not in state curriculum documents 7

Slide 8

Students who are reflective construct meaning in response to their situation, questions they have, or their learning task; use self-generated criteria to evaluate their work, both in progress and after it is complete; and use self-control to alter their mood and impulsivity in order to accomplish their goals. 8

Slide 9

9 Reflective Learners Strategic Learners Aware Learners Tacit Learners --Perkins and Swartz

Slide 10

10

Slide 11

11

Slide 12

12

Slide 13

13

Slide 14

14 The need to avoid impulsivity and take time to consider options and alternatives has been identified as a key strategy in overcoming learning failure ( Feuerstein, 1980). An ordinary person almost never approaches a problem systematically and exhaustively unless specifically educated to do so (As quoted in Fisher, 1998).

Slide 15

15 Being strategic promotes growth and development in all areas of the curriculum.

Slide 16

16

Slide 17

1.We will divide you into 4 groups. Each group will be assigned two of the Eight Strategies Used by Independent Strategic Readers. 2.Group 1 Encountering New Words Think Ahead to What Might be Coming up in the Reading Group 2 Use Textual Clues Have a Plan to Approach Reading Tasks Group 3 Connecting New Knowledge to Existing Knowledge Creating Images Group 4 Evaluating Summarizing What You Have Read and Learned 3.Your groups should reflect on the behavior of struggling readers related to this topic and what teachers can do to support them. Record your ideas on the chart paper provided. Each group will report out. 17

Slide 18

18 A great amount of time is spent mentoring, practicing, and assessing, but little time is actually spent teaching students how to understand and comprehend. --Durkin

Slide 19

19 A deliberate cognitive process of selecting, enacting, monitoring/regulating behavior. An action one can take to perform a task, solve a problem, find an answer.

Slide 20

Activating/ Accessing Prior Knowledge Determining Important Ideas and Summarizing Monitoring and Clarifying Understanding 20 Visualizing Synthesizing & Retelling Inferring and Predicting Asking Questions PK S M/C V S/R I/P Q

Slide 21

21 strategies are useful mainly when the student is grappling with important but unfamiliar content. Becoming a Nation of Readers, 1985

Slide 22

22 As you visualize, pay attention to the actions you are taking or the thinking process that help you make the picture in your head.

Slide 23

23 Our small, soft hands blistered quickly at the start of each summer, but Daddy never let us wear work gloves, which he considered a sign of weakness. After a few weeks of constant work, the bloody blisters gave way to hard-earned calluses that protected us from pain. Long after the fact, it occurred to me that this was a metaphor for life blisters come before calluses, vulnerability before maturity. --From My Grandfathers Son: A Memoir by Clarence Thomas

Slide 24

24 Turn and talk to the person next to you about what actions you took as a reader to help you visualize the scene.

Slide 25

25 Anyone interested in te___________ is concerned about c_______. Its hard to imagine te_______ sch_____ without them. Although they can sometimes be bothersome, we t_______ them. When t________ go wrong, we sometimes blame the p______, instead of accepting responsibility for the consequences ourselves. Cummings, 1990 STRATEGY PRACTICE: MAKING CONNECTIONS TO PRIOR KNOWLEDGE

Slide 26

26 Anyone interested in television is concerned about commercials. Its hard to imagine television schedules without them. Although they can sometimes be bothersome, we tolerate them. When things go wrong, we sometimes blame the product, instead of accepting responsibility for the consequences ourselves. Cummings, 1990

Slide 27

27

Slide 28

28 1.maypole 2.abundance 3.villagers 4.majestic 5.terraced 6.poverty 7.eyepiece 8.coffers 9.sorcery 10.faith

Slide 29

Clarify 29

Slide 30

30

Slide 31

Clarify Question On-the-Surface____ Under-the-Surface 31

Slide 32

32

Slide 33

Clarify Question On-the-Surface____ Under-the-Surface Summarize 33

Slide 34

34

Slide 35

Clarify Question On-the-Surface____ Under-the-Surface Summarize Predict and Infer Why? Confirmed? Yes__ No__ 35

Slide 36

36

Slide 37

37 p. 11 p. 12 p. 13 p. 14

Slide 38

Clarify Three Way Tie 4-Square Vocabulary Rate Your Knowledge Question Most Important Word Mind Mapping Think-Pair-Share Summarize Quick Write Word Sort Connect the Words Predict and Infer Quick Write Text Impressions QAR 38

Slide 39

39 Activating/ Accessing Prior Knowledge Determining Important Ideas and Summarizing Monitoring and Clarifying Understanding Visualizing Synthesizing & Retelling Inferring and Predicting Asking Questions pk s m/c v s/r i/p Q

Slide 40

40

Slide 41

41

Slide 42

42

Slide 43

43

Slide 44

Developing readers must learn to be metacognitive, and it is in the stage of conscious application of strategies that readers come to understand how reading works and how to identify and fix problems. Afflerbach, Peter; Pearson, P. David; Paris, Scott G., Clarifying Differences Between Reading Skills and Reading Strategies, The Reading Teacher, February 2008 44 REFLECTIVE JOURNAL I understand what reading strategies are and can explain their relationship to the Kentucky Cognitive Literacy intervention model. I am able to target the development of these strategies in unit and lesson planning.

Slide 45

Afflerbach, Peter; Pearson, P. David; Paris, Scott G. Clarifying Differences Between Reading Skills and Reading Strategies. The Reading Teacher, February 2008. Almasi, Janet. Teaching Strategic Processes in Reading. Guilford Press: November 2002. Anderson, Richard., Elfrieda H. Hiebert, Judith A. Scott and Ian Wilkinson. Becoming A Nation of Readers. National Academy of Education 1985. Beers, Kylene. When Kids Cant Read What Teachers Can Do. Heinemann: October 2002. Buehl, Doug. Classroom Strategies for Interactive Learning. International Reading Association: 2001.. Durkin, D. (1978-1979).What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14(4), 241-533. Evans, Richard Paul &Jonathan Linton. The Spy Glass. Simon and Schuster Books : 2000. Fisher, Robert. Thinking about Thinking: Developing Metacognition in Children. Retrieved from the World Wide Web: http://www.teachingthinking.net/thinking/web%20resources/robert_fish er_thinkingaboutthinking.htm. June 2010. http://www.teachingthinking.net/thinking/web%20resources/robert_fish er_thinkingaboutthinking.htm

Slide 46

Hutchins, Robert. A Nationwide Inquiry on Problems Confronting Americas Youth. The Elementary School Journal. University of Chicago Press 1935. Questions Before During and After. Teacher Vision. Retrieved from the World Wide Web: http://www.teachervision.fen.com/skill-builder/reading- comprehension/48617.html. June, 2010.http://www.teachervision.fen.com/skill-builder/reading- comprehension/48617.html Schwartz R. & Perkins D. (1989) Teaching Thinking-Issues and Approaches, Pacific Grove, CA: Midwest Publications. Silver, Harvey F, Richard W. Strong & Matthew J. Perini. The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson. ASCD: 2007. Thomas, Clarence. My Grandfathers Son. Harper, 2007. Visualizing. Teacher Vision.. Retrieved from the World Wide Web: http://www.teachervision.fen.com/reading-comprehension/skill- builder/48791.html. June 2010. http://www.teachervision.fen.com/reading-comprehension/skill- builder/48791.html Weir, Carol. Using Embedded Questions to Jump-Start Metacognition in Middle School Remedial Readers. Journal of Adolescent & Adult Literacy, Vol. 41, No. 6 (Mar., 1998), pp. 458-467. Zwiers, Jeff. Building Reading Comprehension Habits. International Reading Association: 2004.